Unlike the behaviorist, the cognitive psychologist recognizes the importance of the mind. We can observe knowledge, even though we can't see it in the strictest sense of the word.

• Knowledge is a [largely] individual process of acquiring/constructing and using information
• Students represent their knowledge in many different ways: mental models, images, scripts, schemas, language
• "Knowing" incorporates memory, psycholinguistics, thinking, comprehension, motivation, and perception
• The mind is central to knowing, understanding, and learning
  

Since the field of cognitive science is so broad - encompassing so many different theories - the concept of "learning" is much harder to pin down than it is with the behaviorist perspective. Some salient points:

• Learning cannot be explained completely by the concept of conditioning. Moments of "aha" like insight (Kohler) and construction of unique language (Chompsky) are examples of learning phenomena that can't be explained solely by previous experience
• Learning can be observational (Bandura)
• It has an "analytical" component. The learner forms constructs (schemas, scripts and models are examples) to represent elements in the outside world
• It might be explained using an information-processing model where the mind is compared to a computer
• Learning is multifaceted: incorporates perception, attention, memory (encoding, retaining and recalling) as well as predisposed abilities (Gardner) and motivation (Brophy)
• Learning is facilitated to the extent that the learner can connect new learning to prior learning (constructivism)

• We must understand a learner's preconceived notions about a topic in order to facilitate incorporation of new (and possibly conflicting) knowledge

  A 5th grade technology teacher begins his discussion of the Internet with a simple question: What do we already know about the Internet? Students brainstorm a list of [preconceived] ideas, some of which are erroneous: the Internet is for talking to your friends, you can buy things on the Internet, the Internet is for email, www means you're on the Internet, if you have a computer, you have the Internet, etc. The teacher records these ideas and weaves new information into, around, and over them.

• Build on prior learning to facilitate organization of new knowledge; start by supporting the learner and gradually reduce support as the learner progresses

(1) Many districts (Fenton Area Schools, for example) offer a spiraling curriculum, where children are introduced to concepts every other year. The material is introduced in greater depth as students get older. (2) Many teachers make use of scaffolding. For example, to teach students how to follow the science department's lab report write-up format, one teacher starts the year by giving students a Xerox copy of the format with blanks to fill in information for their first experiment. For the next experiment, parts of the format are removed from the Xerox; students are expected to complete those parts on notebook paper. By the end of the first quarter, no Xerox is given and students are able to do the entire write-up on notebook paper.

• Provide a structure or framework to help organize new knowledge

(1) A teacher provides an outline of the upcoming unit prior to the first lesson in the unit. (2) Children in Language Arts class use Inspiration to map out the plot of a story after reading it.

• Use a variety of teaching methods to address different learning styles, multiple intelligences, input modalities, and individual student motivation

The 6th grade science teacher begins a unit on space by having children meet in cooperative groups to brainstorm a list of things they already know about space. In one lesson she has the students take notes on features of the 9 planets. Later that week, the students form groups and select a planet to further research. Students present "reports" on their planets by selecting two representation methods: PowerPoint presentation, scale model, poster, written report or skit.

• Check for understanding (assess) in many different ways

Very few teachers rely solely on standard multiple-choice, True/False and Fill-In-The-Blank assessments. On any given day at Fenton Intermediate School, you'll see poster projects, lab practicals, dramatizations, presentations and myriad other assessment formats.

The Cognitive Approach - Overview
The Cognitive Approach - Another Overview
2002 Summer Cohort PowerPoint Presentation on Cognitive Psychology